EPP

THE ART OF QUESTIONING

COMPILATION FROM:
Bookboon.com;worldbank.org; teachingchannel.org; adelIne cantillas slideshare;
globaldigitalcitizen.org; www.nsead.org.effective questioning and talk.pdf; robertkaplinsky.com;
www.celt.iastate.edu; mindtools.com;michael page.co.uk; health.state.mn.us;
industrialarts.wikipedia.org; http://seniorsecondary.tki.org.nz/Health-and-physical-
education/Rationale/Why-study-home-economics; http://teaching.uchicago.edu/teaching-
guides/asking-effective-questions/ ncbi.nlm.nih.gov/pmc/articles/PMC3776909
 Objectives

1. Identify and categorize the characteristics of a good

question
2. Enhance questioning techniques and strategies in
all TLE lessons based on Learning Competencies
3. Formulate questions to the level of learners and its
learning Standards
4. Realize the importanceof Bloom’s Taxonomy of

Thinking Skills in the art of questioning

DEPARTMENT OF EDUCATION
 Introduction

One of the teaching tools conveniently

placed in the hands of a teacher is the art of
questioning. And yet many teachers either use it
carelessly or fail to see its possibilities for
promoting effective learning

DEPARTMENT OF EDUCATION
 Introduction

Good teaching involves good questioning

techniques. Skillful questioning can arouse
students’ curiosity and stimulate their
imagination, it can change them, make them
think and help clarify concepts related to their
lessons.

DEPARTMENT OF EDUCATION
• Milenial art of questioning?????
Boy: Is your name Google?

Girl: No!!!....Why?

Boy: Because you got everything I am

searching for
Philippines ka ba?
Kasi it’s more fun
pag kasama kita!
 Dilim ka ba?
Kasi nung dumating ka ,
Wala na akong makita!
May lahi ka bang keyboard?

Type…. kasi kita

Do you have a pencil?
Cause I want to
Erase your past
And wtrite our future.
Boy: Maglaro tayo kahit ano wag
lang taguan.
Girl: Bakit?
Boy: Kasi…a girl like you is
hard to find?
“ If you do not know
how to ask the right
question you discover
nothIng”

W. Edwards Demming
Activity 1

1.Each leader of the group will get 2

metacards and a pentel pen.
2.Brainstorm and write one word in each
metacard the purpose of asking questions
to the learners.
3. Post your outputs on the board and
assign somebody in your group to explain
briefly your work.
Analysis 1

1.What is the role of each member in the

group in doing the activity?
2. How did you arrive to a specific
answer?
3. What did the group feel when the
activity was done?
 Purpose of Questioning
a. assess learners’ learning
b. prompt learners view other perspectives
c. prompt learners to support their ideas,
interpretations, assertions, judgment
d. prompt learners to investigate through a
process
e. direct learners to respond to one another
 The
Important
thing is
not to stop
QUESTIONING.
Curiosity
has its own
reason for
existing
Activity 2

1. Let’s play a question Ice Breaker Activity.

2. Choose representatives from your group to ask and answer question.
3. Question and answer must be paired together and form as a team.
4. Then formulate a question from this situation:
1.Search for Mr. and Ms. ICT
2. Teacher will ask pupils 3 questions on the importance of ICT in the
21st century skills
3.Teacher will ask pupils 3 questions on the importance of HE in
developing 21st Century Skills
4 .Advertise a product to elicit questions from a customer (HE)
5. Advertise a product to elicit questions from a customer (ICT)
Note: Questions to be asked must be answered quickly.
5. Those who are on their seats will act as listeners and evaluate if the
questions were:
- clear
- Simple / concise
- Relevant
- Challenging
- Properly directed
Analysis 2

1.What comes to your mind when you are

going to ask a question?
2.What is the first thing to do before you
answer a question?
3.How is a question delivered?
4.What are the characteristics of a good
question?
5.Is there also a questioning technique?
 Elements of a Good Question
 clear, concise, suited and relevant
 stated in complete sentence with
correct grammar
directed to everyone
unbiased and unloaded
engaging learners to high-level thinking
phrased in 10-15 words
DEPARTMENT OF EDUCATION
 Elements of a Good Question

needing 3 to 10 seconds for response

A good Facilitator:

 rephrases the question if needed

 checks on the inattentive ones
 Sample Questions
1. Who in this class can explain what ICT has
done to our community?

o Why do we need ICT?

o Choose a pair and prepare to
answer in 3 minutes – Why we
need ICT.
 Sample Questions
2. Maxine, please tell the class, how backyard
farming augment family’s resources?

o In 5 minutes be ready with your

answer on the advantages of
backyard farming.
o Take 5 minutes to think Why
backyard farming is beneficial.
Be prepared to share your
answer with the class.
 Sample Questions
3. Could someone tell me ways of preserving
food?

o Class, what are the types of food

preservation
o No hands please, explain the
types of food preservation.
(Facilitator then chooses
someone randomly.)
 Sample Questions

4. Why do we have to recycle materials?

o Class, why is recycling important?

o Think to yourself and I’ll ask you

to share. Why is recycling
important?
 Guidelines in Asking Questions
1. Wait –Time – the interval between asking a
question and student response. One second is
the average amount of time teachers wait for
response, increasing to 3 to 4 seconds has
several beneficial effects.

2. Directing – the recommended strategy is ask a

question and call a student’s name .
Predictable order is effective in ‘reading” of
lower grades, to reduce anxiety. Calling on
non-volunteers can be effective if they can
answer the questions at least not more than
15% of the time
 Guidelines in Asking Questions
3. Redirecting and Probing – the effective
strategy for the teacher is to provide the answer
for incorrect or inadequate responses.
Redirecting the question is good for high
achieving pupils and probing is for low-achieving
pupils. In probing the teacher stays with the
same student, asking for clarification, rephrasing
or reinstating the students’ ideas.
4. Commenting and Praising – honest praise
increases achievement and motivation, e.g. by
saying good, correct, that’s true, indicating
approval or acceptance. Phony praise can have
detrimental effect.
 Type of Questions
1.Closed Questions
- A closed question can be answered with
either a single word or phrase.
- A closed question can be answered by
yes or no.
-They should be used with care – too
many closed questions can cause frustration and
shut down conversation.
Characteristics of closed questions:
-give facts
-easy to answer
-keep controlof the conversation with the
questioner
 Type of Questions
2. Open Questions
These are useful in getting another person
to speak. (They’re likely to receive a long
answer.) They often begin with the words: What,
Why, When, Who…Sometimes they are
statements: “tell me about”, “give me an
example of”. They can provide you with a good
deal of information.
Characteristics of open questions:
-ask the students to think and reflect
-give you opinions and feelings
-hand over the control of the conversation
with the respondent
 BLOOM’S TAXONOMY

CREATING
High Level Challenge
EVALUATING

ANALYZING

APPLYING Medium Level Challenge

UNDERSTANDING
Lower Level Challenge
REMEMBERING
 BLOOM’S TAXONOMY

List Outline
Locate Match
Quote Select
Repeat Cite
Label Give example
Recall

REMEMBERING
 BLOOM’S TAXONOMY

Define Reorganize
Describe Restate
Interpret Associate
Summarize Retell
Paraphrase Identify
Classify Infer
Explain Outline
UNDERSTANDING
 BLOOM’S TAXONOMY

Translate Compute
Manipulate Sequence
Exhibit Show
Illustrate Solve
Calculate Demonstrate
APPLYING Interpret Construct
Operate Draw
 BLOOM’S TAXONOMY

Compare Contrast
Distinguish Detect
Question Test
ANALYZING Inspect Relate
Examine Dissect
Probe Categorize
Investigate Calculate
 BLOOM’S TAXONOMY

Judge Value
Rate Argue
EVALUATING Validate Infer
Predict Determine
Assess Compare
Score Choose
Justify Conclude
Deduce Recommend
 BLOOM’S TAXONOMY

CREATING
Assemble Prepare
Craft Develop
Invent Imagine
Formulate Generate
Improve Design
Produce Create
Blend Modify
Devise
 CREATING Design your version of/ Formulate idea

EVALUATING Defend your answer/ Assess the points

ANALYZING How is it different from/ Calculate the

APPLYING Draw a diagram/ Give your version

UNDERSTANDING Retell the story of/ Describe the effect

REMEMBERING Can you list down/ Will you label the parts
 Challenge all
to compare
& evaluate
Seek
or share
Bounce explanation
creative
ideas, and ideas, ideas
Probe to speculate synthesize
Check expand and suggest
knowledge and or apply
ideas

Challenge 5
understanding

Challenge 4
Challenge 3
Challenge 2

Ask Open
Questions
 What do you imagine of a
CREATING life without ICT?
How will you equate the
EVALUATING importance of ICT in daily life?

ANALYZING Name a business or industry

relying mostly on ICT.
APPLYING Demonstrate video conferencing.
Identify internet from world wide web.
UNDERSTANDING

REMEMBERING What is ICT?

 Activity 32
ACTIVITY
CREATING
____________________________?

EVALUATING _____________________________?

ANALYZING _____________________________?

ANALYSIS
APPLYING ______________________________?

UNDERSTANDING ____________________________?

REMEMBERING ____________________________?
 What is the difference between
“The Unexamined Life
is not Worth Living.”
living and existing?